UNIT PLAN TEMPLATE



UNIT PLAN TEMPLATEBACKWARD DESIGN/DOWNWARD DESIGN CROSS-CURRICULAR PLANNING MODEL Name________________________________________________________________________________________ Grade(s): ___________Subjects /Strands: _____________________________________________________________________________Number of days____________STEP 1: CURRICULUM CONNECTIONSBig Idea for This UnitWhat is important for learners to know? What are the enduring understandings? Inquiry QuestionsWhat is the big open question to inform learning and link curricula? (consider starting with big ideas in Science or Social Studies)Overall Expectation(s) [OE]What will learners learn? Only those being assessed in the unit/lesson sequence.Specific Expectation(s) [SE]What specific expectations from the curriculum documents (may use more than one subject) will be addressed throughout the unit/lessons? . Only those being assessed in the unit/lesson..Cross-Curricular ConnectionsInclude subject, strand, OE and SE.Learning Skills & Work Habits to be Addressed/Assessed in UnitInclude these in the success criteria/tool for Culminating Task (Refer to Growing Success: Assessment, Evaluation & Reporting in Ontario Schools - Learning Skills and Work Habits, p. 10)STEP 2: CULMINATING TASKS – ASSESSMENT ‘OF’ LEARNINGRich Performance Assessment Task –Drake, p. 69Provide a thorough description of the Culminating task as if you were telling the learners about it.Assessment ToolsWhat recording tools will ATs use for the culminating task: Describe when/how these will be used. Include tools in unit plan.? Checklist ? Rubric ? Rating Scale? Anecdotal Comments ? Feedback Form? Self/Peer ? OtherLearning GoalsWhat learners are expected to know and be able to do in a language they can understand.Success CriteriaHow will learners demonstrate what they learn? Questions and prompts to guide learning – respond, challenge, extendSTEP 3: ASSESSMENT ‘AS’ AND ‘FOR’ LEARNINGLESSONS – USING LAKEHEAD TEMPLATE & GUIDELINESA sequence of numbered/dated lessons must be developed. Lessons should flow together, with prompts to scaffold learner learning. Outline each lesson in the unit incorporating the following components:Specific expectations for the lessonBrief description of the lesson - instructional strategy, questions and promptsAssessment purpose, mode, strategy, tool (with criteria)Connection of lesson to culminating taskResources and materials* First lessons must introduce the unit, culminating task, and grading tool. * Last lesson is an opportunity to share and celebrate the culminating task.* All other lessons should indicate opportunities for intentional teacher/ learner interactions.Choose one of the two formats below.EXAMPLE 1: Lesson Sequence OrganizerLesson #Specific ExpectationsAssessment Purpose AS FOR Mode (say/write/do) assessment tool with criteriaLesson Description – instructional strategiesQuestions and promptsConnection of lesson to the culmination task (What skills are being developed in lesson?)Resources and materialsEXAMPLE 2: Lesson Sequence OrganizerLesson #Specific expectationsLesson description with instructional strategies, prompts, questionsAssessment purpose, mode, strategy, tool with criteriaConnection with culminating task (What skills are being developed in lesson?)Resources and materials ................
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